Overcoming the Challenges of Interference in the Learning of French Language in Nigeria

Abstract

Set against Nigeria's multilingual context, this paper examines how learners' indigenous languages and English influence French acquisition, producing errors in pronunciation, grammar, lexis and sentence structure. Drawing on classroom realities and current pedagogy, it identifies the sources of interference and proposes targeted teaching strategies, greater exposure to authentic French input and stronger institutional support to convert interference from a barrier into a manageable stage in second-language development.